A STUDY OF TEACHER EFFECTIVCENESS, OCCUPATIONAL STRESS IN RELATION TO TOTAL QUALITY MANAGEMENT A SYNOPSIS SUBMITTED TO DAYALBAGH EDUCATIONAL INSTITUTE (DEEMED UNIVERSITY) For the partial fulfillment of the Requirement for the Degree of DOCTOR OF PHILOSOPHY IN EDUCATION [ 2012 ] Supervisor Researcher Dr. Lajwanti Vimal Kumar Associate Professor Prof. Vibha Nigam Prof. Anand Pyari Head Dean Deptt. of Pedagogical Sciences Deptt. of Foundation FACULTY OF EDUCATION DAYALBAGH EDUCATIONAL INSTITUTE (DEEMED UNIVERSITY), DAYALBAGH, AGRA
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A STUDY OF TEACHER EFFECTIVCENESS, OCCUPATIONAL
STRESS IN RELATION TO TOTAL QUALITY MANAGEMENT
A
SYNOPSIS
SUBMITTED TO
DAYALBAGH EDUCATIONAL INSTITUTE
(DEEMED UNIVERSITY)
For the partial fulfillment of the
Requirement for the Degree of
DOCTOR OF PHILOSOPHY
IN
EDUCATION
[ 2012 ]
Supervisor Researcher
Dr. Lajwanti Vimal Kumar
Associate Professor
Prof. Vibha Nigam Prof. Anand Pyari
Head Dean
Deptt. of Pedagogical Sciences Deptt. of Foundation
FACULTY OF EDUCATION
DAYALBAGH EDUCATIONAL INSTITUTE
(DEEMED UNIVERSITY), DAYALBAGH, AGRA
[ 1 ]
A STUDY OF TEACHER EFFECTIVCENESS, OCCUPATIONAL
STRESS IN RELATION TO TOTAL QUALITY MANAGEMENT
1. INTRODUCTION
Rapid change, global competition and smarter customers have
driven organizations to strive for excellence in all areas of organizational
operations. Indeed one of the most important development of recent years
is the renewed attention to the concept of ―quality‖; quality underwent
many changes from quality to quality control to quality assurance and
today it stands as Total Quality Management.
There are various well known definitions of quality. Crosby (1979)
defines quality as ―conformance to requirements‖ while Juran and Gryna
(1980) define quality as ―fitness for use‖. Deming (1986) defines as ―A
predictable degree of uniformity and dependability at low cost and suited
to the market‖. It is more toward quality in operation. Many organizations
found that the old definition of quality ―The degree of confidence to a
standard‖, was too narrow. Consequently they used a new definition of
quality in terms of ―customer focus‖.
In the context of higher education due to intangible nature of its
processes, there is a considerable discussion on the notions of educational
quality (Green 2004 and Harvey2005). Fincher (2004) describes how to
quality perspectives have evolved in education over the years by going
through a shift from experience to technique, style and finally to process.
Quality has a variety of meanings and its range of meanings does cause
[ 2 ]
confusion, as each individuals perception of quality differs
(shields 1999).
There are a number of researchers who have formulated
frameworks for quality improvements (Johnson 1993; Susan 1995).
These frameworks are entitled has Continuous Quality Improvement (CI),
Strategic Quality Management (SQM) or Total Quality Management
(TQM). There may be some differences among these approaches, the
term TQM has considered to be more general to capture the essence of
quality improvements.
Education is the ability to meet life‘s situation , it is character
building process, enhancing ones personality and making him/her
rational, capable responsive and intelligent. Twenty first century is
characterized by the emergence of multiculturalism due to
industrialization, urbanization, globalization and desecration in the family
system. It is described as the century of stress and strain. Since, education
is view as an instrument to develop the cognitive qualities, tolerance and
interesting of people, it should prepare the younger generation to
understand and face the realities of globalization. In this context, the
schools and the teachers have more responsibilities in molding the
character of the student. Thus, the role of the teacher in the society is vital
for its improvement.
Professional demands teacher to be innovative in their attitude,
flexible in their approach, always refreshing themselves with day to day
developments in their respective subject area. At the same time, they
should be. Capable of recognizing they value of human potentials,
[ 3 ]
understanding the diverse needs of learners and enrich the environment
for their growth. In essence, the dream of learning society in this
information age becomes real only when the teachers are able collaborate
with each other to accomplished the task, and, towards this end their
ability to communicate effectively becomes more critical than their
technical skills and capabilities .
Quality assurance in teacher education plays the central role in the
total quality management mission of the system. Quality assurance can be
ensured by its application in all parts of customers. The main focus is on
primary customers i.e. learners. Similarly equal attention need to be paid
on the total education system and slight deviation in any part of sub-
system will disturb the way of quality assurance.
A high quality teacher must possess these qualities to be more
effective
Commitment
Competence
Confidence
One framework has derived from Heneveld and Graig (1995),
OECD/INES (2001), Scheerens (2002) to define quality that can help is
shown figure 1. In this Input-Process-Output framework, the various
stakeholders in education (Learners, Parents, Teachers, Communities and
Government) and the various levels (Classroom, School, National policy)
find their places. The framework can guide a step by step assessment of
educational quality.
[ 4 ]
Figure : 1 Frame work for defining Quality in the system of Education
Source: Derived from Heneveld and Graig (1995), OECD/INES (2001), Scheerens (2002)
What kind of input is essential for the quality development of the learners?
Inputs for the schools:
1. Physical facilities
2. Teacher qualification, training commitments,
and morale
3. Efficient curricular supplements
4. Quality oriented learning
materials 5. Quality of text books and
morale support of the
schools to the students.
Inputs from the point of
view of the students
1. Proper nutrition and health status of the learners
2. Psychological
characteristics of the learners
3. Motivation and urge for
the attainment of the education
4. Participation in the ECCE
programmes
5. Gender sensibility
Inputs from the society or
society or societal
characteristics:
1. Community economic
and labour market
conditions 2. Parental attitudes for the
education
3. PCI and GNP 4. Cultural context and
religious factors
5. Social involvement in the
education
Contextual elements:
Politico-economic factors:
1. Macro economic and financial policies
2. Political stabilities and
attitude of the political parties for the educational
attainments
3. Decentralization and governance
characteristics
4. Quality of civil services in the countries;
What kind of the processing of the educational affair is necessary for the education?
Teaching/Learning conditions
of the education:
1. Active and student centred
learning methodology for the
students 2. Good learning times
3. Healthy learning experiences
4. Appropriate class size 5. Appropriate use of aids
6. Selective language
School climate for learning:
1. Powerful leadership
2. Positive teacher attitude for teaching
3. Safe and nourished
environments for the learners especially for the girls
4. Arrangement of proper
incentives for learning 5. Sufficient Flexibility and
autonomy
Contextual elements:
Educational commitments:
1. National goals and standard measures fort eh
quality education
2. Guidelines for the curriculum
3. Major sources of funding
and allocation of budgets 4. Teacher recruitment
policies
What kind of the outcomes are expected from a quality oriented system of education?
Achievement standards for qualitative schooling
Cognitive development of
the learners
1. Literacy, numeracy and mathematical skills
2. Attitudinal changes for the
education 3. Good citizenships
4. Healthy, long and standard
life 5. Proper use of the skills
Attainments of the learners
1. Formal completion of the
education 2. Success rate of education
3. Awarding of the diplomas,
degrees and certificates for the utilization of learned
what already
Management of educational
affairs:
1. Education system
management through out the country
2. Participation, progression,
commitments, transition and complementation
3. Policy formulation and
sharing of the states in the policy formulation
4. Engagement and use of
times for the governances
Standards achieved after
qualitative education
1. Achievement of the learning outcomes
2. Achievement of the
standards of the education 3. Overall progress of the
various sectors in country
4. Proper utilization of the capacities and capabilities
[ 5 ]
In the lives of the individuals most of the problems, especially,
occupational in nature are the result of misinterpretation of the involved
sentiments, feelings and emotions of the concenered individuals, group,
society and nation. A teacher has to face innumerable challenges and play
different roles in his/her institution. He/she not only plan lesson but also
organize activities, maintain necessary records, make to purchases,
administer timetable, oral and aural teaching aids, and adopt new
techniques communication and motivate them by word and deeds. Thus
teacher is expected to process a multifaceted personality, under these
circumstances, it is but natured the teacher will remain under stress which
is sure to affect their effectiveness while Teaching.
Now a days due to LPG life has becomes very rigorous and
everyone is feeling a lit of pressure due to which stress has evolved as a
problem in every field of life. Stress is abnormal reaction that the
organism displays against threaten environmental elements (Luthans
1994). Stress which is general term used for pressure that people are
exposed to in life (Jepson and Forrest, 2006) May be defined as the
individual harmony effort that the person display s against a stimulant
which has excessive psychological and physical pressure on the person &
griffin 1990. When a person feels insufficient in dealing with demands
and challenge faced in life, she /he experience stress. Being harmed by
this situation or taking advantage it mainly depends on the person
because stress may either be a factor threatening the organism physically
or psychologically or a power which gives energy in dealing with life
(belter 2002). Source of stress may be classified as individual and
organizational and outside of organization or it is possible to divides
them into two groups as individual and organizational components :
organizational tress which is also called professional stress is the
[ 6 ]
interaction between working conditions and the working person in
environments in which the work demand exceeds the skills of the worker.
The factors may be monotony, change of technology , excessive